Chapter 3: Cognitive Development

Test Bank

Multiple Choice

1. A(n) ______ is the gap between two neurons.

A. synapse

B. axon

C. neurotransmitter

D. glial cell

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Knowledge

Answer Location: The Neuron

Difficulty Level: Easy

2. New neurons are born in the hippocampus and will travel along the ______ to the location of the brain where they will function.

A. neurotransmitters

B. glial cells

C. synapse

D. limbic system

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Knowledge

Answer Location: Processes of Brain Development

Difficulty Level: Easy

3. Which scenario requires assistance from the hippocampus area of the brain?

A. Julie makes a decision about participating in the play.

B. Maria talks to her friend Jada.

C. Tasha remembers her lunch on the counter.

D. Priya is able to come up with the answer quickly.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Comprehension

Answer Location: Processes of Brain Development

Difficulty Level: Medium

4. The connections made between neurons is a process known as ______.

A. lateralization

B. myelination

C. neurogenesis

D. synaptogenesis

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Knowledge

Answer Location: Processes of Brain Development

Difficulty Level: Easy

5. Which statement accurately describes the relationship between synaptic pruning and the prefrontal cortex in adolescence?

A. Synaptic pruning occurs at an accelerated rate decreasing the unused synapses therefore thinning and molding the prefrontal cortex

B. Synaptic pruning increases the unmyelinated brain matter adding and molding the prefrontal cortex.

C. Myelinated brain matter is increased by synaptic pruning which then increases the speed of thought and decision-making in the prefrontal cortex.

D. Synaptic pruning decreases so that the molding of the prefrontal cortex may increase in unmyelinated neurons.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Analysis

Answer Location: Processes of Brain Development

Difficulty Level: Medium

6. Which process is defined as the specialization of the right and left hemispheres?

A. myelination

B. lateralization

C. neurogenesis

D. synaptogenesis

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Knowledge

Answer Location: Changes in Brain Structure and Function

Difficulty Level: Easy

7. Carter, a 13-year-old boy, has been playing competitive soccer for a few years. He is even on a travel team in the off season. He enjoys the physicality of the game and the competition. Lately, Carter has been more aggressive. He has even gotten a few red cards for charging too aggressively during his games. This may be due to the peak of which brain structure?

A. corpus callosum

B. hippocampus

C. amygdala

D. cortex

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Application

Answer Location: Changes in Brain Structure and Function

Difficulty Level: Hard

8. Which concept refers to the brain’s ability to adapt its structure and function as a result of experiences?

A. lateralization

B. neurogenesis

C. synaptogenesis

D. plasticity

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Knowledge

Answer Location: Experience and the Adolescent Brain

Difficulty Level: Easy

9. What is the relationship between stress and adolescent brain development?

A. Exposure to stress is related to atrophy of dendrites and reduced dendritic growth.

B. Exposure to stress is related to an increase of dendritic growth and therefore synapses.

C. Exposure to stress is associated with an increase of brain volume.

D. Exposure to stress is associated with a decrease in aggression and growth in the amygdala.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Analysis

Answer Location: Stress and Brain Development

Difficulty Level: Medium

10. Which statement is true regarding the brain development in adolescents who use alcohol and other substances?

A. Adolescents who use alcohol and other substances have been found to have normal head trauma.

B. Adolescents who use alcohol and other substances have been found to have abnormal white and gray brain matter trajectories.

C. Adolescents who use alcohol and other substances have increased executive functioning in their prefrontal cortex.

D. Adolescents who use alcohol and other substances show increases in gray matter volume in the brain.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Comprehension

Answer Location: Substance Use and Brain Development

Difficulty Level: Medium

11. ______ proposes that adolescent behavior is a result of the prefrontal cortex catching up with the limbic system in development.

A. Postformal reasoning

B. Lateralization

C. The dual systems model

D. Mutual perspective taking

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Knowledge

Answer Location: Brain Development and Behavior

Difficulty Level: Easy

12. Charlotte has been having a lot of arguments with her mother lately. She storms off angrily anytime her mother even brings up her grades in school. Charlotte thinks that her mother is accusing her of slacking off while her mother is merely asking how things are going in school. Charlotte is having difficulties with ______.

A. reasoning abilities

B. substance use

C. decision-making

D. socioemotional perception

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Application

Answer Location: Socioemotional Perception

Difficulty Level: Hard

13. Which behavior is an example of reward perception?

A. Hector and his friends free climbing without the use of ropes or any safety equipment.

B. Hector and his friends are learning to play a new sport.

C. Hector and his friends make sure to take precautions when they ride their dirt bikes.

D. Hector and his friends are helping one another stay away from using alcohol.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Comprehension

Answer Location: Reward Perception

Difficulty Level: Medium

14. Sophia wants to be accepted at her new high school. A group of girls at school have befriended Sophia, but they are pressuring her to drink with them after school. Sophia makes a spur of the moment decision to go ahead because she feels the need for acceptance. This poor decision is due to the ______.

A. underformed amygdala

B. heightened emotional arousal

C. reflective judgment of the situation

D. synaptic pruning in the brain

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Application

Answer Location: Decision-Making

Difficulty Level: Hard

15. In adolescence, the pinnacle of Piaget’s stages of cognitive developmental theory emerges known as ______.

A. triarchic theory

B. dual systems model

C. formal operational reasoning

D. concrete operational reasoning

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Knowledge

Answer Location: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Easy

16. Which person is demonstrating formal operational reasoning?

A. Kathryn is welding her project in class.

B. Jamal is playing his violin.

C. Tucker is matching block patterns.

D. Kayla is testing a hypothesis in science class.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Comprehension

Answer Location: Formal Operational Reasoning

Difficulty Level: Medium

17. Joseph, a 16-year-old boy, is doing a paper on the death penalty. He has to really think about what justice means. Does the death penalty truly serve justice as a punishment? This and other questions along these lines keep presenting themselves in his mind. Joseph is using ______.

A. formal operational reasoning

B. dual systems model

C. lateralization

D. the imaginary audience

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Application

Answer Location: Formal Operational Reasoning

Difficulty Level: Hard

18. Carla’s group, in psychology class, has been given the task of coming up with a modern day problem and applying one of the psychological perspectives to solve this problem. They first have to consider many of society’s problems and then generate a hypothesis based on one of the perspectives. After they complete that part of the task, they must find a way to systematically test the use of this perspective. Carla’s group is using ______.

A. social perspective taking

B. hypothetical-deductive reasoning

C. response inhibition

D. selective attention

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Application

Answer Location: Formal Operational Reasoning

Difficulty Level: Hard

19. How is college related to formal operational reasoning?

A. The stress of college courses is associated with a decrease in formal operational reasoning.

B. The college readiness of the student is associated with reward perception in reasoning.

C. The completion of college courses is associated with propositional and statistical thought.

D. The decision to undertake college courses is associated with perspective taking in reasoning.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Analysis

Answer Location: Evaluating Formal Operational Reasoning

Difficulty Level: Medium

20. Which scenario demonstrates formal operational reasoning as proposed by Jean Piaget?

A. Zion hands each group member an equitable amount of snack.

B. Zion cannot define the concept of peace.

C. Zion believes that a tall skinny glass contains more liquid than the short one.

D. Zion systematically puts together the steps for the experiment in class.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Comprehension

Answer Location: Evaluating Formal Operational Reasoning

Difficulty Level: Medium

21. Cognitive changes in knowledge, experience, and ______ occur gradually during adolescence affecting formal operational reasoning.

A. information processing capacity

B. egocentrism

C. the amygdala

D. the personal fable

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Knowledge

Answer Location: Evaluating Formal Operational Reasoning

Difficulty Level: Easy

22. The integration of abstract reasoning with practical considerations is known as ______.

A. formal operational reasoning

B. postformal operational reasoning

C. dual systems model

D. lateralization

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Knowledge

Answer Location: Post-Formal Reasoning

Difficulty Level: Easy

23. Kobe, an 18-year-old, is a freshman in college taking a general psychology class. At the moment, they are learning about operant conditioning. Kobe believes that everything can be boiled down to a reward or punishment situation as outlined in operant conditioning. He doesn’t see any gray area where someone would complete a task without some sort of positive reward. Kobe illustrates ______.

A. dual systems model

B. reflective judgment

C. dualistic thinking

D. hypothetical-deductive reasoning

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Application

Answer Location: Post-Formal Reasoning

Difficulty Level: Hard

24. Nicki, a 20-year-old, is taking a philosophy course in college. She has to take a stand on an issue while also considering the other arguments in opposition to her own belief. As she is doing this assignment, she realizes that even though she believes her position to be correct, she can see how another perspective could be defended. Nicki illustrates ______.

A. selective attention

B. divided attention

C. dualistic thinking

D. relativistic thinking

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Application

Answer Location: Post-Formal Reasoning

Difficulty Level: Hard

25. Which behavior is an example of reflective judgment?

A. A person who is not able to test a hypothesis.

B. A person who evaluates several options to choose the best solution.

C. A person who chooses one solution but sees a benefit to another.

D. A person who only sees one solution to the problem.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Comprehension

Answer Location: Post-Formal Reasoning

Difficulty Level: Medium

26. How does post-formal operational reasoning differ from formal operational reasoning?

A. Post-formal operational reasoning uses practical considerations along with abstractions.

B. Post-formal operational reasoning uses abstract reasoning only for hypothetical situations.

C. Post-formal operational reasoning deals with concrete reasoning instead of abstractions.

D. Post-formal operational reasoning is associated with the beginning of puberty.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Analysis

Answer Location: Post-Formal Reasoning

Difficulty Level: Medium

27. Which scenario illustrates postformal reasoning?

A. Gustavo classifies the objects for the experiment by their size.

B. Gustavo believes that everyone is always watching him.

C. Gustavo sees several solutions for his problem but chooses what he thinks is the best one.

D. Gustavo thinks about the meaning of love in the greater scheme of the universe.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Comprehension

Answer Location: Post-Formal Reasoning

Difficulty Level: Medium

28. How is experience related to post-formal reasoning?

A. Post-formal reasoning depends upon experience with the hippocampus.

B. Post-formal reasoning can only be achieved with experience in college.

C. Post-formal reasoning is not related to experience but to comprehension of ideas.

D. Post-formal reasoning is associated with areas an individual has the most experience in.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Analysis

Answer Location: Evaluating Post-Formal Reasoning

Difficulty Level: Medium

29. Which aspect of perception filters incoming information in its original form?

A. sensory register

B. working memory

C. short-term memory

D. hippocampus

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Knowledge

Answer Location: Information Processing System

Difficulty Level: Easy

30. Sarah is aware of all the different smells in the arboretum. She can close her eyes and smell the lavender which is different from the roses. By doing this, she can move this information from her sensory memory into her short term and eventually her long term so that she will always remember what lavender smells like. Sarah’s awareness of the different smells is the process of ______.

A. lateralization

B. attention

C. neurogenesis

D. metacognition

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Application

Answer Location: Information Processing System

Difficulty Level: Hard

31. Working memory is comprised of a short-term store of information to process and the ______.

A. amygdala

B. hippocampus

C. central executive

D. response inhibition

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Knowledge

Answer Location: Information Processing System

Difficulty Level: Easy

32. Miguel is taking notes in his English class. He is able to both listen to his teacher and recreate the synopsis of the short story the class is working on. He puts his notes into his own words instead of just repeating exactly what the teacher is saying. Miguel is illustrating ______.

A. selective attention

B. divided attention

C. lateralization

D. dual systems model

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Application

Answer Location: Attention

Difficulty Level: Hard

33. How is neurological development related to working memory in adolescence?

A. With the continuing neurological development, adolescents are better able to use the executive function in working memory.

B. With the continuing neurological development, adolescents are better able to store information indefinitely in working memory.

C. With the continuing neurological development, adolescents decrease the amount of information that they process in working memory.

D. With the continuing neurological development, adolescents decrease the attention they pay to information as it goes through working memory.

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Analysis

Answer Location: Working Memory and Executive Function

Difficulty Level: Medium

34. ______ is the ability to control and stop acknowledging a stimulus.

A. Postformal reasoning

B. Reflective judgment

C. Response inhibition

D. Selective attention

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Knowledge

Answer Location: Working Memory and Executive Function

Difficulty Level: Easy

35. Alison loves her English class. In fact, every time the class has a discussion on the classic novel they are reading, Alison has to blurt out what she thinks. She becomes so excited by the prospect of interpreting the themes and characterizations that she does not think about the consequences of interrupting the teacher. Alison is illustrating ______.

A. reflective judgment

B. cognitive control

C. response inhibition

D. immature inhibitory processes

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Application

Answer Location: Working Memory and Executive Function

Difficulty Level: Hard

36. Which behavior is an example of immature response inhibition?

A. speaking out of turn

B. thinking before you speak

C. remembering what you want to say

D. solving a difficult problem

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Comprehension

Answer Location: Working Memory and Executive Function

Difficulty Level: Medium

37. In childhood and adolescence, ______ underlies improvements in processing speed.

A. lateralization

B. myelination

C. neurogenesis

D. synaptogenesis

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Knowledge

Answer Location: Processing Speed

Difficulty Level: Easy

38. A scientist focused on the amount of cognitive effort required to process information is most likely interested in ______.

A. lateralization

B. attention

C. automaticity

D. gray matter

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Comprehension

Answer Location: Processing Speed

Difficulty Level: Medium

39. Ahmed, a 17-year-old-boy, has been driving for a year and a half now having earned his permit when he was 15 ½ and his license at 16-years-old. He drives to and from school every day along with running errands for his mother after school. He does not really think about driving the way he used to when he was first learning. Ahmed is experiencing ______.

A. post-formal reasoning

B. myelination

C. mutual perspective taking

D. automaticity

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Application

Answer Location: Processing Speed

Difficulty Level: Hard

40. ______ refers to thinking about thinking through adolescence.

A. Metacognition

B. Lateralization

C. Myelination

D. Synaptogenesis

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Knowledge

Answer Location: Metacognition

Difficulty Level: Easy

41. Travis knows he is a visual learner. He draws mind maps and pictures to help himself remember the terms that he needs for biology. Travis plans to go into graphic design so he often enjoys dreaming up new ways he can think about art. Travis is illustrating ______.

A. reflective judgment

B. metacognition

C. relativist thinking

D. dual systems model

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Application

Answer Location: Metacognition

Difficulty Level: Hard

42. How is metacognition related to academic achievement in adolescence?

A. Metacognition allows for the dual systems model to increase academic gains.

B. Metacognition proficiency is associated with lower academic gains.

C. Metacognition proficiency is associated with increased academic gains.

D. Metacognition is associated with the limbic system decreasing academic gains.

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Analysis

Answer Location: Metacognition

Difficulty Level: Medium

43. The WISC-V and WAIS-IV are examples of IQ tests that have been ______.

A. made to test alternative views of intelligence

B. constructed by Robert Sternberg

C. normed with individuals under age 16

D. standardized across ethnicities

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Knowledge

Answer Location: Measuring Intelligence

Difficulty Level: Easy

44. A scientist focused on assessing IQ in individuals between the ages of 12 and 13 would most likely use the ______.

A. WISC-V

B. WAIS-IV

C. multiple intelligence theory

D. triarchic theory of intelligence

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Comprehension

Answer Location: Measuring Intelligence

Difficulty Level: Medium

45. Isaac, a 17-year-old, has been having some issues at school with applying information. He has always struggled in school, but this year has been particularly difficult. His school psychologist would like to run some assessments to determine any learning issues as well as an IQ test. Isaac would most likely complete the ______.

A. WISC-V

B. WAIS-IV

C. multiple intelligence

D. triarchic intelligence

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Application

Answer Location: Measuring Intelligence

Difficulty Level: Hard

46. How are IQ scores associated with cognitive development?

A. Changes in IQ scores decrease the possibility of cognitive development.

B. IQ scores are higher in those with later cognitive development.

C. Changes in IQ scores run parallel with cognitive development.

D. IQ scores are decreased during the period of time for cognitive development.

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Analysis

Answer Location: Cognitive Development and IQ

Difficulty Level: Medium

47. Which region of the brain is intelligence thought to arise from activity and interaction of the brain regions?

A. Corpus callosum

B. Amygdala

C. Hippocampus

D. Frontal cortex

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Knowledge

Answer Location: Cognitive Development and IQ

Difficulty Level: Easy

48. Which statement is true about IQ differences within a population?

A. There are more differences among individuals within a given population than between given ethnic groups.

B. There are no differences among individuals within a given population than between given ethnic groups.

C. There are more similarities among individuals within a given population than between given ethnic groups.

D. There are no similarities among individuals within a given population than between given ethnic groups.

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Comprehension

Answer Location: Group Differences in IQ

Difficulty Level: Medium

49. How is socioeconomic status related to IQ scores?

A. Lower socioeconomic status has been negatively correlated with lower IQ scores.

B. Lower socioeconomic status has been positively correlated with lower IQ scores.

C. Higher socioeconomic status has been negatively correlated with lower IQ scores.

D. Higher socioeconomic status has been positively correlated with lower IQ scores.

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on IQ

Difficulty Level: Medium

50. What is the relationship between ethnicity, IQ, and SES?

A. When SES is controlled for, ethnicity and IQ appear to have great differences.

B. When SES is controlled for, the disparity between IQ and ethnicity is increased.

C. When SES is controlled for, the disparity between IQ and ethnicity is greatly reduced.

D. When SES is controlled for, IQ is lower for all ethnicities.

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on IQ

Difficulty Level: Medium

51. What is the relationship between summer vacation and IQ scores?

A. There is a mild increase in IQ for some ethnicities during summer vacation.

B. There is no relationship between IQ scores and summer vacation.

C. There is an increase in IQ scores during summer vacation.

D. There is a decrease in IQ scores during summer vacation.

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on IQ

Difficulty Level: Medium

52. The ability to solve problems and create culturally valued products is the definition of intelligence by which theorist?

A. Howard Gardner

B. Robert Sternberg

C. Jean Piaget

D. Robert Selman

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Knowledge

Answer Location: Multiple Intelligences

Difficulty Level: Easy

53. Tatiana is an average student. She has a decent GPA and understands most of the information that is presented. Her extracurricular activity is ballet. She excels in this arena. She has even been invited by a prestigious ballet program in New York to audition. According to Howard Gardner, Tatiana excels in ______.

A. verbal intelligence

B. kinesthetic intelligence

C. musical intelligence

D. creative intelligence

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Application

Answer Location: Multiple Intelligences

Difficulty Level: Hard

54. A scientist focused on several types of intelligence such as linguistic and musical is most likely interested in ______.

A. lateralization

B. IQ tests

C. multiple intelligence theory

D. triarchic theory of intelligence

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Comprehension

Answer Location: Multiple Intelligences

Difficulty Level: Medium

55. How is the triarchic theory of intelligence as proposed by Sternberg related to IQ tests?

A. Linguistic intelligence within this theory is measured by traditional IQ tests.

B. Practical intelligence within this theory is measured by traditional IQ tests.

C. Creative intelligence within this theory is measured by traditional IQ tests.

D. Analytical intelligence within this theory is measured by traditional IQ tests.

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Analysis

Answer Location: Triarchic Theory of Intelligence

Difficulty Level: Medium

56. Liam is particularly good at assessing what he needs to do in different situations. He can tell which tool he should use to build his motor. He finds it relatively easy to respond to different situations with different people. Sternberg would say that Liam is high in ______ intelligence.

A. practical

B. analytical

C. verbal

D. creative

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Application

Answer Location: Triarchic Theory of Intelligence

Difficulty Level: Hard

57. Which theorist posed that adolescents follow a developmental path from adolescent egocentrism to mature perspective taking?

A. Howard Gardner

B. Jean Piaget

C. Robert Selman

D. Robert Sternberg

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Knowledge

Answer Location: Perspective Taking

Difficulty Level: Easy

58. A scientist focused on how adolescents’ beliefs and perspectives are influenced is most likely interested in ______.

A. reflective judgment

B. postformal reasoning

C. societal perspective taking

D. information processing system

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Comprehension

Answer Location: Perspective Taking

Difficulty Level: Medium

59. Mohamed has been interacting with social media a lot lately. He has even been finding his news about the world on social media. He has noticed that some of his beliefs are starting to change in agreement with the media he is consuming. Mohamed is experiencing ______.

A. dualistic thinking

B. reflective judgment

C. mutual perspective taking

D. societal perspective taking

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Application

Answer Location: Perspective Taking

Difficulty Level: Hard

60. How is working memory associated with perspective taking?

A. As working memory advances in adolescence, perspective taking ability also improves.

B. As working memory declines in adolescence, perspective taking ability improves.

C. As working memory improves with lateralization of the hemispheres, perspective taking declines.

D. As working memory is subjected to hormones during puberty, perspective taking operates at the extreme.

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Analysis

Answer Location: Perspective Taking

Difficulty Level: Medium

61. Faith used to believe that everyone felt the same way as she did about dogs. She thought that everyone loved them. As Faith has entered into early adolescence, she has realized that her aunt does not like dogs because one bit her when she was young. Faith can understand her aunt’s perspective about dogs now. Faith is illustrating ______.

A. societal perspective taking

B. mutual perspective taking

C. dualistic thinking

D. relativist thinking

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Application

Answer Location: Perspective Taking

Difficulty Level: Hard

62. How is perspective taking related to peer relationships?

A. Those adolescents who made advances in social perspective taking were not received well by others.

B. Those adolescents who were behind in social perspective taking were better received by others.

C. Those adolescents who made advances in social perspective taking were better received by others.

D. Those adolescents who were behind in social perspective taking were popular experience popularity.

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Analysis

Answer Location: Perspective Taking

Difficulty Level: Medium

63. In adolescence, feeling as if all eyes are on you is known as ______.

A. a sensitive period

B. relativist thinking

C. the personal fable

D. the imaginary audience

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Knowledge

Answer Location: Adolescent Egocentrism

Difficulty Level: Easy

64. Which scenario demonstrates the imaginary audience?

A. Kayla thinks everyone is looking at her pimple.

B. Kayla texts and drives but doesn’t think she will ever get into an accident.

C. Kayla drinks alcohol with her friends on the weekends.

D. Kayla thinks that no one has ever experience this kind of love before.

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Comprehension

Answer Location: Adolescent Egocentrism

Difficulty Level: Medium

65. Victoria has just started seventh grade. She wants this year to go better than the last one in middle school. She searched and searched for just the right outfit to wear the first day of school. Once she got to school she remembered that she forgot to put on the scarf that she felt tied the entire outfit together. For the whole day, Victoria felt like everyone was commenting on what was missing from her outfit. Victoria is illustrating ______.

A. the personal fable

B. the imaginary audience

C. a sensitive period

D. reflective judgment

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Application

Answer Location: Adolescent Egocentrism

Difficulty Level: Hard

66. The belief that one is invincible and unique is referred to as ______.

A. societal perspective taking

B. dualistic thinking

C. the personal fable

D. the imaginary audience

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Knowledge

Answer Location: Adolescent Egocentrism

Difficulty Level: Easy

67. Which person is demonstrating the personal fable?

A. Ali is worried everyone is looking at her pimple.

B. Carter feels very self-conscious in gym class.

C. Kumar wants to make sure he wears the right clothes to the party.

D. Rosa feels that she is the only one who has ever been in love like this.

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Comprehension

Answer Location: Adolescent Egocentrism

Difficulty Level: Medium

68. Isabella and her boyfriend just broke up. Her friends try and tell her that they understand that she is upset. Isabella responds to her friends that none of them could possibly understand the depth of her feelings for her boyfriend and just how devastating this break up is in her life. Isabella is illustrating ______.

A. the personal fable

B. the imaginary audience

C. divided attention

D. plasticity

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Application

Answer Location: Adolescent Egocentrism

Difficulty Level: Hard

69. David has decided that he wants to learn how to rock climb. He went to his local indoor gym and learned how to boulder without ropes but still close to the ground. Since he did this pretty well, he has decided that he doesn’t need to use ropes when doing higher climbs outside. He has told his friends that he is going to “free solo” meaning he is going to climb without ropes and by himself because he is really good at climbing. David is illustrating ______.

A. reflective judgment

B. relativist thinking

C. the personal fable

D. the imaginary audience

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Application

Answer Location: Adolescent Egocentrism

Difficulty Level: Hard

70. How are the personal fable and imaginary audience related to late adolescence?

A. The personal fable declines in late adolescence, while the imaginary audience increases.

B. The imaginary audience declines in late adolescence, while the personal fable increases.

C. The imaginary audience and personal fable increase in late adolescence.

D. The imaginary audience and personal fable decrease in late adolescence.

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Analysis

Answer Location: Adolescent Egocentrism

Difficulty Level: Medium

True/False

1. Myelination predicts cognitive functioning by aiding the processing speed of thought and behavior.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Knowledge

Answer Location: Processes of Brain Development

Difficulty Level: Easy

2. Language is mostly specialized in the right hemisphere of the brain which is known as lateralization.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Comprehension

Answer Location: Changes in Brain Structure and Function

Difficulty Level: Medium

3. Stress and/or trauma are contextual factors that have an effect on brain structure.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Comprehension

Answer Location: Stress and Brain Development

Difficulty Level: Medium

4. According to Piaget, the discomfort of disequilibrium helps to propel cognitive development.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Comprehension

Answer Location: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Medium

5. Individuals will use formal-operational reasoning more likely with new information.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Comprehension

Answer Location: Evaluating Formal Operational Reasoning

Difficulty Level: Medium

6. Dualistic thinkers believe knowledge and theories are either right or wrong.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Knowledge

Answer Location: Post-Formal Reasoning

Difficulty Level: Easy

7. Incoming sensory information is filtered through the short-term memory.

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Knowledge

Answer Location: Information Processing System

Difficulty Level: Easy

8. Divided attention is demonstrated by reading and listening to music at the same time.

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Comprehension

Answer Location: Attention

Difficulty Level: Medium

9. Metacognition would be demonstrated by the pruning of unused synapses to allow for better thinking.

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Comprehension

Answer Location: Metacognition

Difficulty Level: Medium

10. An adolescent may be administered either the WAIS-IV or the WISC-V to ascertain IQ.

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Knowledge

Answer Location: Measuring Intelligence

Difficulty Level: Easy

11. Nutrition is a contextual factor that does not affect intelligence.

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Comprehension

Answer Location: Contextual Influences on IQ

Difficulty Level: Medium

12. Many hold the belief that IQ tests only measure a specific set of mental abilities while ignoring others.

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Comprehension

Answer Location: Multiple Intelligences

Difficulty Level: Medium

13. Perspective taking develops in stages according to Selman.

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Knowledge

Answer Location: Perspective Taking

Difficulty Level: Easy

14. Long-term memory and sensory memory are associated with mutual perspective taking.

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Comprehension

Answer Location: Perspective Taking

Difficulty Level: Medium

15. Adolescents’ believe and understand that their emotions are the same as everyone else’s.

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Comprehension

Answer Location: Adolescent Egocentrism

Difficulty Level: Medium

Short Answer

1. Describe the plasticity of the brain in adolescence.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Analysis

Answer Location: Experience and the Adolescent Brain

Difficulty Level: Medium

2. Explain which areas of the adolescent brain are particularly sensitive to the hormones released during stress.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Comprehension

Answer Location: Stress and Brain Development

Difficulty Level: Medium

3. What is the difference between concrete operational and formal operational reasoning in children?

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Analysis

Answer Location: Formal Operational Reasoning

Difficulty Level: Medium

4. What are the three phases that thinking goes through in post-formal reasoning in emerging adulthood?

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Comprehension

Answer Location: Post-Formal Reasoning

Difficulty Level: Medium

5. How does short-term memory differ from long-term memory?

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Analysis

Answer Location: Information Processing System

Difficulty Level: Medium

6. What is the relationship between stress and working memory?

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Analysis

Answer Location: Working Memory and Executive Function

Difficulty Level: Medium

7. How is neurological development related to intelligence?

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Analysis

Answer Location: Cognitive Development and IQ

Difficulty Level: Medium

8. What impact does the school year calendar have on measures of IQ?

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on IQ

Difficulty Level: Medium

9. Explain the imaginary audience phenomena in adolescent egocentrism.

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Comprehension

Answer Location: Adolescent Egocentrism

Difficulty Level: Medium

10. How is the personal fable related to risk-taking behavior in adolescence?

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Analysis

Answer Location: Adolescent Egocentrism

Difficulty Level: Medium

Essay

1. Explain the role the brain plays in risk taking behavior. Provide an example of reward salience.

Learning Objective: 3.1: Discuss brain development in adolescence and its implications for behavior.

Cognitive Domain: Application

Answer Location: Reward Perception

Difficulty Level: Hard

2. Provide an example of reflective judgment. Explain how reflective judgment works in emerging adulthood.

Learning Objective: 3.2: Describe formal operational and post-formal reasoning in adolescence and emerging adulthood.

Cognitive Domain: Application

Answer Location: Post-Formal Reasoning

Difficulty Level: Hard

3. Provide an example of a 16-year-old using metacognition in everyday life.

Learning Objective: 3.3: Summarize changes in information processing and cognitive function during adolescence.

Cognitive Domain: Application

Answer Location: Metacognition

Difficulty Level: Hard

4. Explain what kind of contextual factors have an impact on intelligence and IQ.

Learning Objective: 3.4: Describe ways in which intelligence has been defined and measured.

Cognitive Domain: Comprehension

Answer Location: Contextual Influences on IQ

Difficulty Level: Medium

5. How does social media affect an adolescents’ societal perspective taking? Provide an example.

Learning Objective: 3.5: Examine changes in social cognition over the adolescent years.

Cognitive Domain: Application

Answer Location: Perspective Taking

Difficulty Level: Hard